Perception of the experiences of teachers of schools with special needs achieved from inclusive education: A phenomenological Study

Background and Inclusive education is one of the main and basic programs in the field of educating children having special needs. The purpose of the present study was to study the perception and explanation of teachers’ experiences who work in schools with special needs in relation to the method and conditions of educating exceptional children and planning the inclusive education.

This research was a qualitative one with descriptive phenomenological approach. To collect data the semi-structured interview was applied. The collected data were analyzed through the use of phenomenological approach of Smith (1995).
Through analyzing the interviews five themes were finally achieved which express the experiences of teachers dealing with exceptional students and also express the teachers’ opinions on inclusive education program which are as follow: advantages , disadvantages, social and cultural accommodations, facilities, and the drawbacks of separating the students.
Through examining the experiences and opinions of teachers of exceptional schools it was made clear that the inclusive educational program possesses several advantages, and that the quality of education ,method, purposes and the content of study are important and cultural and social accommodations are of preliminary necessities of applying the program, and that since the present educational system is more based on the separation of the students, it has many disadvantages and can’t meet the needs of all the students.